Aim: This systematic literature review aims to explore the effectiveness of school-wide interventions in reducing disciplinary exclusion from mainstream secondary schools. Rationale: In England, head teachers have government support to use exclusion as a disciplinary sanction if deemed necessary (Department for Education, 2017a). Research has…

Collaboration between teachers and child support workers is seen as a promising way to effectuate inclusive practice in mainstream education. This paper aims to explore how co-location of services promotes transformation of practice, and to expand an analytic framework for interdisciplinary collaboration. By combining these two perspectives, we…

Stanley Park High School, Carshalton was designated a Building Schools for the Future "One School Pathfinder" in 2006, and charged with being innovative in all aspects of schooling. This article, which links with a number of other contributions in this issue of "FORUM" about interconnected practices at the school, will focus on…

Aim: The purpose of this study was to identify the reasons for educational underperformance amongst youth offenders and explore how to increase their successful participation and reintegration back into education. It also aimed to identify facilitators and barriers to inclusion and diversity at various systemic levels, such as society and…

Despite decades of research and policy, we are still some way in the U.K. from ameliorating barriers for Gypsy and Traveller pupils. A complex set of factors exist which influence young people's engagement with secondary education. This interpretive-deductive study, which draws upon 'tensions and dilemmas of difference', presents Gypsy/Traveller…

This resource outlines case studies for providing specially designed instruction (SDI) and related services across school reopening models, including considerations for identifying settings and least restrictive environment (LRE). The case studies examples include elementary, middle school and behavior, secondary transition, and preschool. There…

This article sought to add the voice of the preservice teachers to the discourse by presenting their perceptions regarding the appropriateness of their training for teaching in inclusive-education frameworks. Preservice teachers completing their first (N 18) or third year (N 18) in the various types of teacher-training programs (early childhood,…

There is a global trend towards including children with special needs in mainstream schools instead of placing them in special schools. However, the numbers of students in special schools varies greatly among regions due to variations in educational systems, funding arrangements -- and the incentives that are associated with these arrangements --…

This article, by Anthony Maher of the University of Central Lancashire, explores, from the perspective of SENCos and learning support assistants (LSAs) in north-west England, the perceived adequacy of Statements of special educational needs as they relate to physical education (PE). The findings, generated via online surveys, suggest that most…

Quality support services play a significant role in the overall development of students with an intellectual disability. This qualitative study sought to examine to what extent the support services provided in South Australian schools for students with an intellectual disability influenced these students' problem-solving skills, family, social and…

In this study, we examined six preservice teachers' learning of knowledge for secondary English-language learners (ELLs). The results indicated that the Student Teacher Enrichment Program helped preservice teachers become aware of the strategies for teaching ELLs and realize the discrepancies and differences between ELL code and linguistic…

In mainstream education, the transition from primary to secondary school ("school transition") is difficult for children with autism spectrum disorder, being marked by high levels of emotional and behavioural difficulties. The Systemic Transition in Education Programme for Autism Spectrum Disorder (STEP-ASD) is a new, manualised school…

Inclusive education is a complex and multidimensional process that, among other aspirations, tries to foster the rights of every student to obtain a high-quality education. This process focuses on the diversity of needs of all students by increasing participation in learning, cultures, and communities and reducing exclusion within and from…

If classroom teachers are among the greatest determinant of student learning, then teacher preparation programs have a role to play improving educational outcomes for struggling learners. There are currently three established teacher preparation program models: (1) "discrete"; (2) "integrated"; and (3) "merged." In the "discrete" model, which is…

In the context of uncertainty and ongoing reform of senior secondary education in Australia, this paper addresses inclusivity in the design and implementation of senior physical education (PE) courses. Critical analysis of course developments in two states in Australia; Queensland and Western Australia, demonstrates ways in which course design,…